High-Interest Books, Choice, and Independent Reading: Piloting a Reading Program with Male Adolescents in Chile
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| Title: | High-Interest Books, Choice, and Independent Reading: Piloting a Reading Program with Male Adolescents in Chile |
|---|---|
| Language: | English |
| Authors: | Montserrat Cubillos (ORCID |
| Source: | Journal of Adolescent & Adult Literacy. 2024 67(6):338-349. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Reading Material Selection, Reading Motivation, Males, Single Sex Schools, Student Interests, Interaction, Peer Relationship, Reading Habits, Independent Reading, Foreign Countries, Adolescents |
| Geographic Terms: | Chile |
| DOI: | 10.1002/jaal.1339 |
| ISSN: | 1081-3004 1936-2706 |
| Abstract: | Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self-concept over time. To address this challenge, this study explores the impact of a 9-month-long pilot reading program aimed at increasing students' reading motivation and volume in an all-boys rural school in southern Chile (N = 120), guided by Self-Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high-interest print books, 90 min per week of in-class independent choice, and peer interactions around reading. t-Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre-program reading motivation, achievement, and volume, post-program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1421870 |
| Database: | ERIC |
| Abstract: | Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self-concept over time. To address this challenge, this study explores the impact of a 9-month-long pilot reading program aimed at increasing students' reading motivation and volume in an all-boys rural school in southern Chile (N = 120), guided by Self-Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high-interest print books, 90 min per week of in-class independent choice, and peer interactions around reading. t-Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre-program reading motivation, achievement, and volume, post-program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed. |
|---|---|
| ISSN: | 1081-3004 1936-2706 |
| DOI: | 10.1002/jaal.1339 |
